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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Postgraduate Diploma in Education Human Resource Management |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 119091 | Postgraduate Diploma in Education Human Resource Management | |||
| ORIGINATOR | ||||
| Walter Sisulu University | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Postgraduate Diploma | Field 03 - Business, Commerce and Management Studies | Human Resources | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Not Applicable | NQF Level 08 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0333/25 | 2025-07-10 | 2028-07-10 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2029-07-10 | 2032-07-10 | |||
| In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of this Postgraduate Diploma is to enable leaders and managers in education to involve themselves in advanced reflection and development by means of a systematic survey of current thinking and education practices in Education Human Resource Management. The Postgraduate Diploma demands some level of theoretical engagement and intellectual independence. Every education system at every level depends heavily on human resources for the execution of its qualifications and policies. This qualification will focus on leaders and managers at all levels as the most indispensable entity, without losing sight of the primacy of the learners in the schools. For novice educators who need a place to start their learning as human resource managers and for veterans seeking reflection on and improving their practice, this qualification is an essential tool. Pursuing this qualification is another way to keep both schools based and office-based managers learning and advance their careers which is a step in moving up the management ladder in the education sector. This qualification is invaluable for school managers and education officials; it will serve to strengthen and deepen their knowledge and skills in Education Human Resource Management (EHRM) and would prepare them for advanced management positions in human resource management in education sectors. Upon the completion of the qualification, the qualifying learner will be able to: Rationale: The PGDip (Education Human Resource Management) has been designed to consolidate and expand the learners' knowledge of human resource management with a focus on education to enhance the Education Human Resource Management (EHRM) practice of educational managers and leaders. The qualification addresses the need to develop leaders and managers in the critical area of human resource management in education which often requires new sets of skills, and the capacity of school systems to improve their operations. This will be critically dependent on the supply of knowledgeable, skilled, and committed Human Resource Management leaders and managers who are school, and office-based. Studies suggest that effective leaders and managers produce positive results by framing school goals, creating a culture of collaboration and teamwork and communicating regularly with teachers, parents, and other stakeholders. Such leadership presupposes high levels of knowledge, skill and understanding about human interaction, especially in school and office-based Human Resource Managers (Stredwick, 2014; Swanepoel, 2015; Gobind, Havenga, Kleynhans and Markham, 2016). Thus, there is a need for learners in the field of Education Human Resource Management (EHRM) to build scholarships and develop their EHRM practice. They are expected to make greater contributions regarding theoretical knowledge and practical competencies, which require engagement with educational theories. This is especially needed, considering the status of education in South Africa in relation to the rest of the world, as South Africa is being rated as one of the most seriously under-performing countries in this regard. Education leaders and managers as well as educators are required to play an important role in transforming poor-performing schools into effective schools, hence the need for equipping leaders and managers with EHRM knowledge and skills. The qualification will further provide intellectual enrichment, intensive and focused as well as applied competence in EHRM. The qualification will not only contribute to the satisfaction of the national needs to empower and enable education leaders and managers to develop the human resource management skills and knowledge needed to lead and manage schools, but also to contribute to improving the delivery of quality education to all learners thereby making the schools and education districts more effective in producing good results. The qualification will provide leaders and manager in education with opportunities to strengthen and deepen existing human resources management duties and roles to improve their capacity to engage in human resources management. The qualification has been designed and developed as per the requirement of the Knowledge Mix as stipulated in the Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ) Guidelines; Government Gazette, 19 February 2015). The qualification has been approved and recognised for employment in education by Department of Higher Education and Training (DHET). Some of the learners who will be admitted to this qualification will be school Principals, Deputy Principals, Heads of Department, District Officials, and any other office-based departmental officials working in areas of educational management, especially in human resource management. It is intended to enhance knowledge and skills in EHRM policy issues while at the same time it will prepare learners for more advanced academic study in the field of education. It is designed to facilitate the development of competent leaders and managers required in the growing education sector in the field of human resource management in the education system. The key role of education managers is to ensure that schools effectively respond to rapidly changing societal needs and provide the foundations for lifelong learning. Ministries of education are seeking to respond to higher societal expectations by focusing on improving the outcomes of schooling, and on the roles of school managers in guiding that improvement. The quality of school leadership and management significantly influences the quality of teaching and learning to the benefit of society and the economy. Principals and other school managers are responsible for creating the conditions under which teachers may perform well, achieve job satisfaction, and continue to develop professionally. The school manager's roles are also changing, following a common trend to devolve greater decision-making responsibility at the school level around human resource management. This qualification focuses on the practical application of theory and does not have the research project requirement as per MRTEQ (2015), whereas the Bachelor of Education Honours (BEd Hons) has a theory focus and a research project requirement. This qualification fills the niche in further developing individuals who wish to improve their own practice and become competent EHRM leaders and managers, without necessarily conducting a research project. Most learners in the BEd Hons, have been struggling to complete the research project, probably due to lack of experience in conducting research and writing a research report, this way they pass the course work but cannot graduate because they have not completed the research project which is a requirement to complete a BEd Hons qualification. Since the Postgraduate Diploma does not require a research project, this qualification will assist most learners who register for it to complete their studies within a reasonable period. This prompted the design and development of this qualification which will, thus, respond to the needs of the envisaged learners. The qualification will benefit schools and communities in which the graduates are employed and will enhance learning and teaching as well as the implementation of policies relevant to EHRM. The qualification will ensure competencies that are responsive to the needs of rurality since the institution serves learners from a rural context. Principals working with school management teams (SMTs), school governing bodies (SGBs), representative councils of learners (RCLs) should effectively manage human resources, support, and promote the best quality teaching and learning, the purpose of which is to enable learners to attain the highest levels of achievement for their own good, the good of their community and the good of the country. This qualification might assist with this. The Department of Basic Education 's South African Standards for Principalship (18 March 2016) were consulted in the development of this Postgraduate Diploma in Education Human Resource Management qualification. In terms of the Standards, learning outcomes as indicated below, are included in the qualification to improve the standards of EHRM managers for the benefit of their human resources, learners, and the quality of education. Embedded in the leadership and management of the school are core societal, educational, and professional values which are reflected in the way leaders and managers deal with all matters pertaining to school human resources management. The values, knowledge and skills which inform the core purpose of school management generally and human resources management, might shape the nature and direction of leadership and management in the school and in the education system generally. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
This qualification may be achieved in part or whole through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019). RPL for Access: Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options: OR RPL for credits: Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities: OR Entry Requirements: The minimum entry requirement for this qualification is: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| N |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.
Compulsory Modules, Level 8,120 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Critically reflect on the latest developments and issues in Education Human Resource Management and reflect on own professional and personal development in this field.
2. Use knowledge and critical understanding of the nature, issues, policies, and theories in EHRM and apply these in the leadership and management of schools and districts. 3. Apply theories and policies in the various content domains with a view to evaluating different human resources management education practices. 4. Provide the necessary knowledge, skills, values, and attitudes to education leaders/manager that will encourage an advanced reflection on their professional and personal development; and ensure a high ethical standard in the practice of human resources education leadership and management. 5. Assess and apply problem-solving strategies to everyday human resource management challenges. 6. Understanding and applying applicable EHRM practices and theory in schools, districts and at the provincial level that is reliant on legislation, regulations, laws, and policies to govern them. 7. Critically deliberate on international and national education systems which are governed by education law and policy as well as societal factors that impact these systems 8. Identify contemporary issues in their own professional contexts, explore aspects related to these issues, appraise how they can be addressed through a policy process and envisage possible change. |
| ASSOCIATED ASSESSMENT CRITERIA |
| ASSOCIATED ASSESSMENT CRITERIA
Associated Assessment Criteria for Exit Level Outcome 1: Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Integrated assessment provides an opportunity for learner teachers to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across Exit Level Outcomes. Teaching, learning and assessment are integrated, and assessment is done on a continuous basis. The use of different types and combinations of integrated assessment will be dependent on the nature of specific disciplines. Integrated assessment refers to assessing several outcomes together, assessing several modules together, using a combination of assessment methods and instruments for outcomes. Assessment Policy provide the statutory framework, the rationale, the policy aims and objectives, the guiding principles, policy statement and scope for assessment of learner learning. The assessment strategy for this qualification will include a variety of options to demonstrate the knowledge and skills based on the stated exit level outcomes and the assessment criteria. All assessment tasks will include the application of theory and basic skills learnt in all modules. Integrated assessment is used extensively across the qualification and formative assessment takes place in various ways in the face-to-face and blended contexts, including through: Applied and integrated assessment will be focused on applied and integrated competence. The assessment evidence will include assignments and examinations. All electronic or blended-learning assessment activities will comply with the principles and procedures as described in the institution Assessment Policy as well as the institution's General Rules and Regulations. Assessment strategies will cater for the diverse needs of learners, taking into consideration learners with special needs. To promote collaboration amongst learners, a variety of assessment methods will be included, for example, peer and group assessments and investigatory projects. Integrated Assessment provides an opportunity for learners to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across Exit Level Outcomes. Teaching, learning, and assessment are integrated, and assessment is done on a continuous basis. Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification. Assessment tasks consist of individual work and co-operative work where tasks and assignments as well as reporting are done individually or divided between learners, or group work where groups complete a task, assignments, or presentations. Summative assessments take place at the end of each of the constituent modules of the qualification. Quality assessment is central to credible certification and recognition of learner achievement. The institution ensures credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability, practicability and is aligned to the outcomes of the modules and the exit level outcomes of the qualification. All modules are at NQF Level 8, necessitating from the learners a mastery of subject matter of greater theoretical complexity than in their undergraduate years. It also requires learners to apply this theoretical knowledge through problem solving and practice. Assessment for learner learning recognises assessment as a key motivator of learning and an integral part of the learning and teaching process. At the qualification and modular levels, assessment is systematically and purposefully used to generate data for diagnostic and formative purposes, such as providing timeous feedback to inform teaching and learning and to improve curriculum and assessment practice as well as for summative purposes. Assessment data are also used to examine learner performance trends and to inform institutional academic planning. Assessment policies and systems are determined at institutional level, whilst their implementation and the extent of their effectiveness are evaluated at faculty, qualification and module level. Information on Assessment Policy will be supplied to learners. It is expected of lecturers to explain the assessment policy and procedures in class at the beginning of each module so that learners have the same understanding of the task at hand. Formative assessment: Formative assessment refers to assessment that takes place during the teaching and learning process and is sometimes referred to as assessment for learning. It is thus designed to support the teaching and learning process and is developmental in nature. Learners will be involved in formative assessment that will add value to their learning. Learners will show through the submission of formative assessment activities that they are actively learning throughout the tuition period. Learners' learning during the tuition period will contribute to their final mark in a module in percentages as approved by Senate. Based on the Examinations Policy, assessment for semester modules should be a minimum of two tasks and for yearlong courses, four tasks are required. Formative assessment: is a 'learning opportunity', not just a test of learner performance; assists in planning future learning; diagnoses learner strengths and weaknesses; and provides feedback to the learner on his/ her progress. Formative Assessments are in the form of tests, assignments, practicals and summative assessment are in the form of final examination Summative assessment: Summative assessment refers to assessment that is used for making a judgement about the achievement of outcomes to certify that a learner may progress in his/her studies or may graduate. Such assessment is carried out at the end of a section of work or at the end of a module/learning qualification/qualification and is sometimes referred to as assessment of learning. It determines whether the learner is competent or not yet competent in respect of pre-determined outcomes. There will be alignment between the formative and summative assessment, as well as between the assessment content and methods and the learning outcomes and learning materials so that learners are adequately prepared for summative assessment. The final integrated assessment needs will have the following characteristics: The examination shall be a form of written examination and |
| INTERNATIONAL COMPARABILITY |
| The qualification compares well with the international qualifications that seek to develop Human Resources and management (HRM) thereof in various industries, irrespective of their contexts. The comparison is done with the institutions in the United Kingdom (UK), United States of America (USA), Australia and in Asia based on similarities between the South Africa education system and that of these countries. The basic education system in all these countries operates with national and state or provincial departments. Furthermore, both UK and Australia are known for their excellence in basic education system, as such, they do not suffer as much as South Africa does in managing human resources in the basic public education space. Therefore, to enhance the HRM practice of educators, educational managers, and leaders in South Africa, introducing a qualification like this will go a long way. This foreseeable improvement in the critical area of HRM is based on best practices in the two countries that has been chosen for comparability. The qualification is comparable against the following international qualifications:
Country: United Kingdom Institution: University of Northampton Qualification Title: Postgraduate Diploma in Human Resource Management Credits: 120 Similarities: Differences: The two qualifications differ as the University of Northampton one produces business leaders and managers, whereas on the other hand, the South African qualification produces education leaders and educational managers in the field of HRM. Country: United Kingdom Institution: London Institute of Business and Technology Qualification Title: Postgraduate Diploma in Educational Management and Leadership NQF Level: 7 Entry requirements: Rationale: Upon the timely completion of this qualification the learner can join a university partner to complete a dissertation to then receive an MSc in Educational Management and Leadership or can progress to the Level 8 Diploma in Strategic Management and Leadership in addition to the advancement in their career path. Exit Learning Outcomes Qualification structure: The qualification is made up of six modules and 120 credits with written assignments. This qualification also includes approximately 40 guided learning hours per module. All modules have an additional 30-50 learning hours of optional materials that comprise recommended exercises, recommended readings, Internet resources, and self-testing exercises. Learners will also have access to 24/7 support, tutoring, and a variety of other support mechanisms. The qualification consists of the following compulsory modules: Country: Australia Institution: University of South Australia Qualification Title: Graduate Diploma in Human Resource Management Similarities: Differences: Country: United States of America (USA) Institution: Stafford University Qualification Title: Human Resource Management Diploma in Higher Education Duration: 19 months Study Mode: Distance Learning Entry Requirements Purpose/Rationale: The qualification is intended for HR practitioners specialising in Training and Development, who wish to enhance their existing skills and knowledge through the application of theory to practice. Diploma courses covers topics such as Examining organisational behaviour, HRM, employee relations and employment development allowing for debate on the importance of the HR function and whether HR needs to be linked directly to organisational structure to work effectively. On completion of the Diploma HRM, graduates will be able to demonstrate how an understanding of the issues involved in HRM can assist the HR manager in managing staff effectively. They will gain the skills to compare formal and informal learning, be able to discuss the merits of each, and discuss how effective employee development can impact upon an organisation's performance. Successful Graduates tend to grow towards executive positions within the human resources and training department. Qualification structure: The Human Resource Management Diploma in Higher Education consists of twelve (12) modules, which are assessed by assignments. Alternatively, a Certificate holder would pursue six modules, which builds on existing academic experience gained from the Certificate or other broadly equivalent courses. The qualification consists of the following modules. Similarities: Differences: Country: India Institution: Asian College of Teachers (ACT) Qualification Title: Post Graduate Diploma in Educational Leadership Duration: 1 (one) year duration Purpose/Rationale: The qualification is designed to instil the leadership and managerial skills in educational leaders to facilitate positive change and transformation in varied learning environments and spaces. Managing and directing the functioning of such institutions are entrusted to trained professionals who are adept at performing such functions. The Post Graduate Diploma in school leadership is aimed at those aspirants who are looking for leadership roles or eager to enter the managerial arena in educational institutions to improve institutional effectiveness and be a part of the management of an educational institution. The qualification is intended for the: The key functions of an Educational leader are: engaging in legislative functions and activities in the organisation, issues of partnerships, creating and implementing innovative learner-friendly learning policies and objectives, mentoring and directing educators, observing how well learners are able to grasp the information, knowledge and skills imparted by the teachers, discussions on various teaching and learning improvements, interact with parents and guardians, co-ordinating with school counsellors, maintaining various documents, and many other important administrative duties and responsibilities. Knowing the nitty-gritty of leadership and management by pursuing this qualification will enable the candidates to manage and help the smooth running of institutions, be it small or big. Diploma in Educational Leadership certificate earned after the successful completion of the course will ensure that the aspirants are able to create employment opportunities for themselves in leadership positions across global learning institutions. Through this intensive program, the aspirants will be able to hone their existing administrative skills as well as learn new ones that are necessary to have an accomplished career in Education Leadership. Qualification structure: The qualification consists of the following compulsory modules: Qualification Delivery and Assessment The qualification is an online program that specifically targets the working professionals for whom attending in-class training is not a viable option. The entire qualification is available online and the aspirants will be able to pursue the course from anywhere in the world with an internet connection and avoid the hassles of travelling to attend the training. Moreover, online courses are comparatively cheaper than in-class programs, which keep them within the reach of a large section of people. Similarities: Differences: |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| NONE |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
| This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
| NONE |
| All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |